Emerging Theory of Teacher Resilience: A Situational Analysis

• In Event: Mindfulness and Resilience in Educational Settings

Abstract

This study explores the construct of teacher resilience and how sociocultural environments mediate teacher resilience. Researchers examine the relationship among complex risk factors leading to teacher burnout and attrition as well as protective factors that allow teachers to adapt and thrive. Results from three focus groups comprised of 33 English Language Arts teachers across diverse school districts in one northeastern state are presented. Three propositions emerged from situational analysis. 1.Resilient teachers embed roots in their school communities to withstand challenges, pulling from a sense of purpose to navigate risk factors and benefit from protective factors. 2.Resilient teachers embrace uncertainty, reframing negative experiences into learning experiences. 3.Teachers use relationships with colleagues, students, and school leaders to endure challenges.

Authors

• Sally Valentino Drew, Central Connecticut State University

• Cathy Sosnowski, Central Connecticut State University